Keyword: «self-blame»

The article presents the results of an empirical study of coping strategies among preschool educators and speech therapists in relation to psychological well-being. The study involved 80 women: 42 preschool educators and 38 speech therapists from correctional and combined preschool institutions in Kirovo-Chepetsk, Kirov Oblast. The diagnostic toolkit included the COPE inventory and the Ryff Scales of Psychological Well-Being. Educators with high psychological well-being showed a tendency toward problem-focused and cognitive coping, while those with low well-being predominantly exhibited avoidance, self-blame, and behavioral disengagement. Group comparisons revealed that speech therapists scored lower on psychological well-being and higher on maladaptive coping compared to preschool educators. The findings provide empirical grounds for developing differentiated psychological support programs aligned with the professional specificity of each occupational group.